scholarly journals Who wants to do psychiatry?

2004 ◽  
Vol 28 (6) ◽  
pp. 208-212 ◽  
Author(s):  
Jessica Yakeley ◽  
Peter Shoenberg ◽  
Austin Heady
Keyword(s):  
Medical Students ◽  
Career Choice ◽  
Control Group ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
School Of Medicine ◽  
University College ◽  
The University

Aims and MethodThe study aimed to determine whether medical students who participated in a student psychotherapy scheme aimed at helping them learn about the doctor-patient relationship were more likely to choose psychiatry as a career than a control group who did not participate. One hundred and ninety-eight medical students who participated in the University College and Middlesex School of Medicine (UCMSM) Psychotherapy Scheme between 1982 and 1992, and 200 randomly selected students of the same period who did not, were sent a questionnaire asking about career choice.ResultsSeventy-seven of 163 participants in the scheme who sent back the questionnaire had not thought about doing psychiatry before entering the scheme. Of these, 11 became psychiatrists (14.3%), compared with only two (1.6%) of the 128 controls (of 152 respondents) who had not considered psychiatry as a career at the same stage. This difference is highly significant (P<0.001). Many of the participants, including those who did not specialise in psychiatry, emphasised how the scheme had helped them understand the doctor-patient relationship.ImplicationsParticipating in the Student Psychotherapy Scheme encouraged medical students to choose psychiatry as a career. This knowledge is important, particularly in view of the current recruitment crisis in psychiatry.

scholarly journals Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

2011 ◽  
Vol 35 (8) ◽  
pp. 308-313 ◽  
Author(s):  
Jessica Yakeley ◽  
Peter Shoenberg ◽  
Richard Morris ◽  
David Sturgeon ◽  
Sarah Majid
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Psychodynamic Psychotherapy ◽  
Teaching Method ◽  
Controlled Trial ◽  
Control Group ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Partial Control ◽  
Balint Group

Aims and methodTo evaluate the effectiveness of two psychodynamic psychotherapy teaching methods, a student psychotherapy scheme (SPS) and participation in a Balint group, in teaching first-year clinical medical students about doctor–patient communication and the doctor–patient relationship. The 28 students, who were randomly allocated to three groups (SPS group, Balint group starting at baseline and Balint group starting at 3 months and acting as partial controls), were rated on a questionnaire testing their knowledge of emotional and psychodynamic aspects of the doctor–patient relationship administered at baseline, at 3 months and at 1 year.ResultsAt 3 months, students in the SPS and Balint groups scored higher than the partial control group, the difference approaching significance at the 5% level. At 1 year, participation in either teaching method led to significantly higher scores compared with baseline.Clinical implicationsPsychodynamic psychotherapy teaching methods are effective in increasing students' knowledge of the doctor-patient relationship and potentially also improving their communication skills.

scholarly journals Psychodynamic lessons in liaison psychiatric teaching for medical students

1992 ◽  
Vol 16 (11) ◽  
pp. 696-697
Author(s):  
Ronald Doctor
Keyword(s):  
Medical Students ◽  
Medical Ward ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
College Hospital ◽  
University College

Medical students at University College Hospital are attached to medical firms during their first clinical year, where they receive one hour of liaison psychiatric teaching every week. The teaching usually takes the form of a presentation to the group of a patient seen by one of the medical students on the medical ward, followed by a discussion with particular emphasis on the doctor-patient relationship.

scholarly journals A time-trend analysis of intended career choice for family medicine among croatian medical students

2014 ◽  
Vol 53 (2) ◽  
pp. 156-167
Author(s):  
Jelena Evic ◽  
Gordana Pavlekovic ◽  
Lucija Murgic ◽  
Hana Brborovic
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Family Medicine ◽  
Career Choice ◽  
Work Motivation ◽  
Binary Logistic Regression ◽  
School Of Medicine ◽  
Family Practitioners ◽  
Comprehensive Primary Health Care ◽  
The University

Abstract Aim: To gain insight into the trend of career choice for family medicine in Croatia in recent years. Methods: Six surveys were performed in the academic years 2006/07-2011/12 at the University of Zagreb, School of Medicine. Altogether, 1140 6th year students participated. They anonymously completed a questionnaire containing questions on desired future specialisation as well as other selected characteristics (e.g. gender, desired area and place of work, motivation to study medicine, etc.). Binary logistic regression was used to determine unadjusted and adjusted trends. Results: After adjustment for selected factors, the relationship between observed outcome and the year of observation showed an evident decreasing trend. The odds for intention to specialise in family medicine were in the academic year 2006/2007 1.43-times higher than in the year 2007/2008 (p=0.412), 1.85-times higher than in the year 2008/2009 (p=0.168), 2.38-times higher than in the year 2009/2010 (p=0.051), 2.63-times higher than in the year 2010/2011 (p=0.027) and 3.85-times higher than in the year 2011/2012 (p=0.003). Conclusions: The results of the present study offer evidence that Croatia is experiencing a constantly decreasing trend of career choice for family medicine in recent years. It is obvious that final year medical students are not very much interested in working as family practitioners. At the same time, demand for family practitioners in Croatia is increasing. Both academic and professional societies have a social responsibility to reorient the health care system and medical curricula towards comprehensive primary health care in which family medicine has a key role.

scholarly journals Medical Professionalism Perception of Medical Students in Spain

2020 ◽  
Vol 3 (3) ◽  
pp. 119-127
Author(s):  
Blas Serrano-Costa ◽  
Diego Flores-Funes ◽  
Carmen Botella-Martínez ◽  
Noemí M. Atucha ◽  
Joaquín García-Estañ
Keyword(s):  
Medical Students ◽  
The Other ◽  
Medical Professionalism ◽  
State University ◽  
Patient Relationship ◽  
School Of Medicine ◽  
Penn State ◽  
Spanish Universities ◽  
The University ◽  
Relationship Of

Abstract Introduction: Currently, the Doctor-Patient relationship of all cultures and societies is in crisis due to the distrust that has arisen in this social contract. This distrust origins from various changes that have occurred worldwide. We, as doctors, can contribute to solving this crisis, reaffirming the values that integrate medical professionalism. In the absence of specific studies and programmes on medical professionalism in Spanish universities, we consider knowing the perception of medical professionalism by medical students at the University of Murcia essential to see if there is a need to introduce educational improvements in our faculty. Methods: A professionalism questionnaire from the Penn State University School of Medicine (PSCOM) was provided online, voluntarily and anonymously to all students of the Medicine degree of the University of Murcia. Results: The perception of professionalism in students was high, since all categories have more than 75% positive responses on average. The categories of Respect and Altruism were the best rated. On the other hand, there is a slight increase in negative responses as students progress through the degree. Between sexes, however, there were no differences in the criteria. Conclusions: Although the perception of professionalism is good, it is still a perception, so it should reach values closer to 100%. Therefore, the faculty is encouraged to carry out specific programmes to promote medical professionalism in the degree courses.

A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

2020 ◽  
Vol 7 (2) ◽  
pp. 93-103
Author(s):  
Gretchen Slover
Keyword(s):  
Medical Students ◽  
Counseling Services ◽  
Student Responses ◽  
Counselling Services ◽  
School Of Medicine ◽  
Comprehensive Picture ◽  
Fourth Year Medical Students ◽  
The Subject ◽  
The University ◽  
Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies.  Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles.  The subject of offering counseling on a regular basis was randomly discussed with the students.  From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results:  The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit.  With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion:  This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges.  More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

scholarly journals Balint style case-based discussion group for medical students in Bassetlaw Hospital

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S342-S342
Author(s):  
Anu Priya ◽  
Hardev Bhogal
Keyword(s):  
Medical Students ◽  
Discussion Group ◽  
Discussion Groups ◽  
Written Feedback ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Balint Groups ◽  
Balint Group ◽  
Learning Points ◽  
Case Based

AimsTo evaluate feedback from Balint style case based discussion groups and to reflect on learning points.We have three medical students from Sheffield University on six week psychiatry placements at Bassetlaw Hospital and we get eighteen students in a year. In order to further develop their approach towards reflection and their understanding towards the doctor patient relationship we developed the Balint style case based discussion group, and each group of students attend three sessions during their placement.MethodThe groups are held on a weekly basis and consist of the three medical students and 1-2 facilitators. As the group is small one of the facilitators may participate with the students for the Balint process and to help encourage the students. Following completion of the third session of the discussion group we gain written feedback from the students. A total of 17 feedbacks have been reviewed over the period of November 2018 -November 2019.Result16 students stated that this was their first experience at Balint Group and all except one student felt that they were given a good introduction about Balint groups before starting. When asked about the most significant thing that they have learnt in the group, the majority of students marked reflecting feelings to improve relationships with patients, exploring why they feel a certain way with patients and that the doctor patient relationship can affect the consultation.One student stated that they would not recommend it to colleagues as they felt it was relevant more to doctors rather than medical students. Another student recommended having more people in a group.ConclusionOverall, it has been a positive experience with the medical students during the groups and with feedbacks. We have reflected on difficult topics like bereavement, fantasized about the purpose of a patient's delusion and shared the joy of a patient who was discharged after a long stay. While we think we have been able to teach the students some tips on reflection, we ourselves have been able to reflect on certain topics we would not have if not raised by the students. Some medical students have contacted the larger Balint Group in Sheffield for further sessions. Considering our experience, we will continue with the sessions at Bassetlaw Hospital.

scholarly journals Effectiveness of clinical scenario dramas to teach doctor-patient relationship and communication skills

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Yinan Jiang ◽  
Lili Shi ◽  
Jinya Cao ◽  
Liming Zhu ◽  
Yue Sha ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Patient Communication ◽  
Clinical Scenario ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Clinical Communication ◽  
Doctor Patient Communication ◽  
Self Confidence ◽  
Chinese Medical Students

Abstract Background The doctor-patient relationship in China has deteriorated in recent years, and poor doctor-patient communication is one of the main reasons. How to effectively carry out doctor-patient communication training originated from the West among Chinese medical students still to be studied. In the past decade, Peking Union Medical College has adopted clinical scenario drama to teach doctor-patient relationship and clinical communication skills. The aim of this study was to introduce clinical scenario dramas and evaluate its effectiveness in promoting doctor-patient relationships and clinical communication skills through students’ self-perceptions in Chinese medical students. Methods This study was a retrospective, self-controlled study and conducted from March 2009 to October 2018. Doctor-patient relationship and communication skills training were administered to all sixth-year medical students, which involved lectures and various clinical scenario dramas. The program totaled 24 h, of which each class session was 3 h, with 8 sessions in total. All students were requested to complete an anonymous 5 likert self-rating survey including self-confidence in using communication skills and self-perceived learning attitude and ability before and at the end of the course. In addition, they were requested to evaluate the curriculum after completion of the course. Results Clinical scenario dramas helped students improve their self-confidence in clinical communication skills except for psychosomatic history taking (p < 0.05). The interests for participation in clinical scenario dramas were higher compared to attending lectures (4.39 ± 0.610 Vs 4.07 ± 0.831, p<0.01). Study participants were highly satisfied in the course setting, teaching instructors and content (4.61 ± 0.546, 4.65 ± 0.535, 4.63 ± 0.534). The self-evaluation results demonstrated that clinical scenario dramas improved the learning ability of medical students (p < 0.05). Conclusion The use of clinical scenario dramas was helpful in teaching doctor-patient communication skills.

scholarly journals Subjective experience of depressed mood among medical students at the University of Pretoria

2008 ◽  
Vol 14 (1) ◽  
pp. 5
Author(s):  
L Van Niekerk ◽  
A J Viljoen ◽  
P Rischbieter ◽  
Lindi Scribante
Keyword(s):  
Medical Students ◽  
Subjective Experience ◽  
Suicide Ideation ◽  
Control Group ◽  
Font Size ◽  
Prevalence Data ◽  
University Of Pretoria ◽  
Willingness To Use ◽  
The University ◽  
Student Questions

<div style="left: 81.8563px; top: 489.471px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.887133);" data-canvas-width="75.49499999999999"><strong>Introduction.</strong></div><div style="left: 157.351px; top: 489.471px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.932734);" data-canvas-width="308.59499999999997"> Following the suicide of a 4th-year medical</div><div style="left: 81.8563px; top: 512.801px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.895698);" data-canvas-width="384.12000000000006">student, questions were raised as to whether medical</div><div style="left: 81.8563px; top: 536.13px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.91774);" data-canvas-width="384.12">students are more vulnerable to depression and suicide than</div><div style="left: 81.8563px; top: 559.46px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.851258);" data-canvas-width="384.04499999999985">their counterparts studying other courses at the University of</div><div style="left: 81.8563px; top: 582.789px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.879866);" data-canvas-width="384.12">Pretoria. A literature search revealed that medical students and</div><div style="left: 81.8563px; top: 606.119px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.844773);" data-canvas-width="384.0900000000001">doctors run a higher risk for suicide than other students and</div><div style="left: 81.8563px; top: 629.448px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.87138);" data-canvas-width="72.61500000000001">professions.</div><div style="left: 81.8563px; top: 629.448px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.87138);" data-canvas-width="72.61500000000001"> </div><div style="left: 81.8563px; top: 666.961px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.945913);" data-canvas-width="52.845000000000006"><strong>Method.</strong></div><div style="left: 134.701px; top: 666.961px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.924275);" data-canvas-width="331.26"> A questionnaire was devised and distributed to</div><div style="left: 81.8563px; top: 690.291px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.891883);" data-canvas-width="384.0299999999999">medical students and a control group of other students, asking</div><div style="left: 81.8563px; top: 713.62px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.921447);" data-canvas-width="384.1049999999999">about feelings of despair/hopelessness, suicide ideation and</div><div style="left: 81.8563px; top: 736.95px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.897581);" data-canvas-width="384.12000000000006">previous attempts, knowledge regarding support structures</div><div style="left: 81.8563px; top: 760.279px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.925892);" data-canvas-width="384.06">provided by the university, and willingness to use these</div><div style="left: 81.8563px; top: 783.609px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.824324);" data-canvas-width="59.475">structures.</div><div style="left: 81.8563px; top: 783.609px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.824324);" data-canvas-width="59.475"> </div><div style="left: 81.8563px; top: 821.121px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.789549);" data-canvas-width="44.06999999999999"><strong>Results.</strong></div><div style="left: 125.926px; top: 821.121px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.893066);" data-canvas-width="340.0050000000001"> Both groups of students responded similarly to all</div><div style="left: 81.8563px; top: 844.451px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.914102);" data-canvas-width="384.075">questions. Frequency of diagnosed psychiatric illness, use of</div><div style="left: 81.8563px; top: 867.78px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.923959);" data-canvas-width="384.1049999999999">medication, and suicidal thoughts and attempts did not differ</div><div style="left: 81.8563px; top: 891.11px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.894306);" data-canvas-width="384.0300000000001">significantly. Both groups of students were unaware of support</div><div style="left: 81.8563px; top: 914.439px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.924774);" data-canvas-width="384.1050000000001">services offered by the university, and both were unwilling to</div><div style="left: 81.8563px; top: 937.769px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.901162);" data-canvas-width="384.04499999999996">utilise such services. The students seemed to have high rates</div><div style="left: 81.8563px; top: 961.098px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.917634);" data-canvas-width="384.0300000000001">of depression in comparison with prevalence data from other</div><div style="left: 81.8563px; top: 984.428px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.873365);" data-canvas-width="58.52999999999999">countries.</div><div style="left: 81.8563px; top: 984.428px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.873365);" data-canvas-width="58.52999999999999"> </div><div style="left: 81.8563px; top: 1021.94px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.906502);" data-canvas-width="73.2"><strong>Conclusion.</strong></div><div style="left: 155.056px; top: 1021.94px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.902351);" data-canvas-width="310.90500000000003"> Attempts to improve support for medical students</div><div style="left: 81.8563px; top: 1045.27px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.917705);" data-canvas-width="384.07499999999993">should address students’ awareness of available support</div><div style="left: 81.8563px; top: 1068.6px; font-size: 15.45px; font-family: sans-serif; transform: scaleX(0.875645);" data-canvas-width="276.11999999999995">structures and their willingness to utilise them.</div>

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